WebQuests are listed in the top ten strategies for social studies instruction by Roblyn and Doering (2010, p.351). This WebQuest aligns closely with the Ontario Social Studies Curriculum (Ministry of Education, 2004) and guides students to diverse educational resources where rich, age appropriate and relevant information may be located.
The Medieval WebQuest encourages cross-curricular integration, thus enriching student learning. Specifically, it meets expectations from Language Arts (identifying and ordering main ideas and supporting details and using a variety of graphic and organizational patterns) and Arts Drama (students create and present a short dramatic performance).
Van Hover, Berson, Bolick, and Swan (2004) identify computers in the social studies classroom as a determining cause in teachers becoming learning facilitators. This WebQuest demonstrates this concept, as it encourages students to construct knowledge and understanding through a guided inquiry-based approach.
Throughout the Medieval Webquest, students are encouraged to connect information and solve problems, thus developing their higher order thinking skills, which is an essential element of WebQuests (Polly & Ausband, 2009). They move beyond the simple collection and regurgitation of facts to transforming their knowledge and developing a deeper understanding of the subject. These skills are emphasized by March (2003) as key to ensuring the learning power of a "real WebQuest" (p.4).
WebQuests are listed in the top ten strategies for social studies instruction by Roblyn and Doering (2010, p.351). This WebQuest aligns closely with the Ontario Social Studies Curriculum (Ministry of Education, 2004) and guides students to diverse educational resources where rich, age appropriate and relevant information may be located.
The Medieval WebQuest encourages cross-curricular integration, thus enriching student learning. Specifically, it meets expectations from Language Arts (identifying and ordering main ideas and supporting details and using a variety of graphic and organizational patterns) and Arts Drama (students create and present a short dramatic performance).
Van Hover, Berson, Bolick, and Swan (2004) identify computers in the social studies classroom as a determining cause in teachers becoming learning facilitators. This WebQuest demonstrates this concept, as it encourages students to construct knowledge and understanding through a guided inquiry-based approach.
Throughout the Medieval Webquest, students are encouraged to connect information and solve problems, thus developing their higher order thinking skills, which is an essential element of WebQuests (Polly & Ausband, 2009). They move beyond the simple collection and regurgitation of facts to transforming their knowledge and developing a deeper understanding of the subject. These skills are emphasized by March (2003) as key to ensuring the learning power of a "real WebQuest" (p.4).